Spatial Ability and Learning to Program
Jones, S. & Burnett, G. (2008). Spatial Ability and Learning to Program. Human Technology, Volume 4 (1), pp. 47-61. URN:NBNfi:jyu-200804151352. Retrieved from http://www.humantechnology.jyu.fi
Date
2008Copyright
© 2008 Sue Jones & Gary Burnett, and the Agora Center, University of Jyväskylä
Results in introductory computer programming modules are often
disappointing, and various individual differences have been found to be relevant. This
paper reviews work in this area, with particular reference to the effect of a student’s
spatial ability. Data is presented on a cohort of 49 students enrolled on an MSc in
Information Technology course at a university in the UK. A measure was taken of their
mental rotation ability, and a questionnaire administered that focused on their previous
academic experience, and expectations relating to the introductory computer
programming module they were studying. The results showed a positive correlation
between mental rotation ability and success in the module (r = 0.48). Other factors, such
as confidence level, expected success, and programming experience, were also found to
be important. These results are discussed in relation to the accessibility of programming
to learners with low spatial ability.
Publisher
University of Jyväskylä, Agora CenterISSN Search the Publication Forum
1795-6889
Original source
http://www.humantechnology.jyu.fiMetadata
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Except where otherwise noted, this item's license is described as © 2008 Sue Jones & Gary Burnett, and the Agora Center, University of Jyväskylä
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